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114POSTER 13FOSTERING QUANTITATIVE REASONING IN INTRODUCTORY PSYCHOLOGY THROUGH DATA ANALYSIS AND VISUALIZATION EXERCISESPETER J. JOHNSON (CUNY GRADUATE CENTER), NIC ZAPPARRATA (COLLEGE OF STATEN ISLAND), C. DONNAN GRAVELLE (COLLEGE OF STATEN ISLAND, CUNY GRADUATE CENTER), RIYA M. ANJARIA (CUNY GRADUATE CENTER), ELIZABETH S. CHE (COLLEGE OF STATEN ISLAND), ARSHIA K. LODHI (COLLEGE OF STATEN ISLAND), PATRICIA J. BROOKS (COLLEGE OF STATEN ISLAND, CUNY GRADUATE CENTER) We report updates from a department-wide initiative to promote quantitative reasoning and data analysis in Introductory Psychology using Society for the Teaching of Psychology statistical literacy problems and Microsoft Excel worksheet activities. We examined students' grasp of statistics and general psychology terminology via multiple-choice quizzes embedded in the assignments. Students performed markedly higher on quizzes than on a statistics knowledge pretest. Findings suggest that low-stakes active-learning exercises are a promising strategy for building statistical literacy.POSTER 14CORRELATES OF ACADEMIC CONFIDANTES AND FLOURISHING IN FIRST-SEMESTER, FIRST-YEAR UNIVERSITY STUDENTSAMY DOMBACH (FELICIAN UNIVERSITY), AMY DOMBACH (FELICIAN UNIVERSITY), WARREN REICH (FELICIAN UNIVERSITY), EZEQUIEL REYES (FELICIAN UNIVERSITY), PAIGE DIMASE (FELICIAN UNIVERSITY), EMMY ESKRIDGE (FELICIAN UNIVERSITY), ANNE NOONAN (FELICIAN UNIVERSITY), MARY GAZALEH (FELICIAN UNIVERSITY), GRACELINE PAUL (FELICIAN UNIVERSITY), SAMANTHA MATTHEISS (FELICIAN UNIVERSITY) A sample of 329 first-year students responded to a survey about social support, self-efficacy, intrinsic motivation, depression, personality traits, possible selves, and important social network members, some of whom qualified as academic confidantes. Key findings suggested the presence of key social network relationships correlate with motivation, life satisfaction, and low depression while race and first-generation status predicted satisfaction and depression.POSTER 15DEVELOPING PEER-LED TEAM LEARNING TO BENEFIT TEAMS AND LEADERS IN PSYCHOLOGYANTONELLA GUADAGNINO (GRADUATE CENTER, CUNY), SHIBANI CHAKRAVORTY (GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK), VLADIMIR CHENG (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK), LILLIAN DIAZ (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK), ANGELINA FATTORUSSO (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK), URIEL CRUZ JR. (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK), C. DONNAN GRAVELLE (GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK), RIYA ANJARIA (GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK), DAN MCCLOSKEY (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK), PATRICIA BROOKS (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK), KATHLEEN M. CUMISKEY (COLLEGE OF STATEN ISLAND, CITY UNIVERSITY OF NEW YORK) Peer-led team learning (PLTL) programs effectively enhance students' academic growth and foster social connections in small-format laboratory courses. We developed a PLTL program to assist Introductory Psychology (PSY100) students with group work. Using a multi-method approach comprising surveys and semi-structured interviews, we examine benefits for peer leaders. The PLTL program aims to break traditional classroom models through a studentdirected participatory structure, enhancing engagement, networking opportunities, teaching skills, and research experience.POSTER 16ONGOING EVALUATION OF AN UNDERGRADUATE TA PROGRAM IN UNDERGRADUATE PSYCHOLOGY RESEARCH METHODSNICOLE BENJAMIN (SAINT JOHN'S UNIVERSITY), ERIN RAUCHBAUER (SAINT JOHN'S UNIVERSITY), GREGORY URENA (SAINT JOHN'S UNIVERSITY), JULIETTE PAULUS (SAINT JOHN'S UNIVERSITY), CELESTE GABLE (SAINT JOHN'S UNIVERSITY), ANGELICA BENCIO (SAINT JOHN'S UNIVERSITY), JORDAN BACCHUS (SAINT JOHN'S UNIVERSITY), LAUREN DAVID (SAINT JOHN'S UNIVERSITY), JHAVON CLAUTHER (SAINT JOHN'S UNIVERSITY), LUKE KEATING (SAINT JOHN'S UNIVERSITY), ELIZABETH BRONDOLO (SAINT JOHN'S UNIVERSITY) Research suggests that lecture-based approaches are limited in fostering student motivation and interest in Research Methods courses. Undergraduate teaching assistants (UTAs) provide additional support to students, and has been associated with improved student achievement in STEM courses. However, less is known about outcomes within an undergraduate psychology Research Methods course. We examine the effects of UTA inclusion on the development of human capital, and academic outcomes within this course, and student satisfaction.114